1. Venn Diagram
2. Submitted by: Melissa Thomas
3. Resource: http://its.guilford.k12.nc.us/act/strategies/venn.htm
4. Examples:
(Paper Plate Venn Diagram)
5. When to use this strategy: This strategy is a graphic organizer used to compare and contrast two concepts in a visual manner. With this, students are able to compare and contrast two concepts, ideas or words. They are also able to see the similarities between them. This visual display can enhance discussion, writing or research.
Why to use this strategy: Teachers can use this strategy with their students to help get ideas started about a topic. It is a useful strategy for providing students with a visual display of the relationships between concepts. Students will be able to refer back to this diagram as they please.
How to use this strategy: First, draw two large, overlapping circles on a sheet of paper. Label each side of the circle with the two items you are comparing. Fill in the left side with the attributes belonging to that item. Fill in the right side with attributes belonging to that item. Then, fill in the center area where the two items share attributes. This strategy can be used to compare more than two concepts by adding additional circles.
Content area(s): This strategy can be used in any content area: Reading, Language Arts, Science, Social Studies and Math. It is great for comparing and contrasting vocabulary words, books, places, people, etc. Strategy: Visual Imagery/ Visual Scaffolding I learned about visual imagery strategy through my C&I 209 class. My professor modeled it with a descriptive poem. He had us physically draw the mental picture we formed in our head and then share with a neighbor what words in the poem helped us create the picture.
Submitted By: Katie Meyers
Resource/URL: This website is a great resource that explains what visual imagery is, how to use it and why to use it. It also is a great resource that gives examples of how to implement visual imagery in math, art, and music and examples of children’s books to use. This website also explains how to use the strategy with differentiated instruction in the classroom. http://www.readingrockets.org/strategies/visual_imagery/
Example: This video explains what visual scaffolding is and the steps to implement it in the classroom. It does a great job going through each step and explains how the teacher sets up the students for each step. The video also does a great job at giving ideas to how use it in other curriculum subjects. http://teachertube.com/viewVideo.php?video_id=185751
When would you use the strategy I would this strategy before, during and after reading with students individually, small group or whole group instruction. This strategy can be used before and during reading to help students activate prior knowledge to create mental images while reading. It can also be used after reading to help students asses their comprehension after reading.
Why would you use this strategy Visual scaffolding can help students practice thinking critically while reading and actively engaged in the text. This strategy helps students use their background knowledge and comprehension skills to analyze the text using mental images. By doing this, readers work on their reading comprehension in a different way.
How would you use this strategy I would first pick out a children’s text that had great descriptive writing and pictures and introduce it to the class by reading through it once without showing the pictures. The next time I read the text, I would tell the class to pay close attention to the descriptive writing. To reinforce this, I would pause at points in the text with great examples and tell the class to draw the picture that is formed in their head while reading. I would also have the students write down their own descriptive words as a caption of the picture. Students would share the images with a partner and explain what the drew and why. Finally I would read the book again to the class and this time share pictures with them. To conclude I would have a class discussion on how the classes pictures compared with the author’s writing and the actual pictures in the book.
Content Area(s): This can be used in language arts, math, music and art. It can be used across these content areas to help students analyze and comprehend texts in these content areas.
Strategy: Visual Verbal Word Association
Submitted by: Katie Thompson
Resource/URL to strategy: Visual verbal word Association Webpage
Example: Visual Verbal Word Association Annotation (which includes implications and when/why/how you would use this strategy:
This strategy can be used across all content areas. This would be the most beneficial in the science content area because of the multiple terms used throughout the lessons. By using this strategy the student will write the vocabulary term, write the definition and then create a visual picture that represents the vocabulary term. In the last box the student will then create a picture or phrase to help them personally remember each term. Using the visual and verbal association strategy will help the students memorize and further understand each key term discussed in any given lesson or chapter Content area(s): This strategy can be used across all content areas.
1. Strategy: Word Clouds
2. Submitted by: Kimberly Sowin
3. http://esuid.wordpress.com/tag/word-cloud/
4. https://www.teachingchannel.org/videos/reading-teaching-strategy
5. Word clouds are used to visually represent a text by distinguishing the words used more frequently than the others because they will appear larger in the word cloud created from a specific text. Word clouds are used to introduce new vocabulary, establish important words from a text, summarize large sections of a text, and examine students' pre and post understanding of the concepts in a text. It can also be used to anticipate the plot of a story or focus of a text, or used to make a presentation.
6. This can be used in all content areas
A word map is an organizer that enhances vocabulary development.
When to use this strategy: This is a good strategy for engaging students in developing definitions, synonyms, antonyms and a picture for the given word or concept.
Why to use this strategy: This is beneficial when establishing a student's reading comprehension.
How to use this strategy: First, introduce the vocabulary word and the map to the students. Then teach them how to use the map by putting the target word in the central box. Ask students to suggest words or phrases. Encourage the students to use synonyms, antonyms and a picture to help them illustrate the new word or concept. Finally, model how to write a definition using the information on the word map.
Content area(s): This strategy can be used in Language Arts, Math, Science and Social Studies. This can be modified for any grade level and content area. In Language Arts, this can be used during reading and writing. It works well with learning new vocabulary words. For Math, this can be used when learning new mathematical terms. In Science, this can be used to communicate new ideas and new science vocabulary. For Social Studies, this can be used for learning about geographical regions, new vocabulary words, eras/time periods and about people.
Posted By: Kelly Conley
Strategy: Word Walls
an organized collection of words displayed in a classroom.
can help students notice patterns and/or relationships
can help students apply phonics rules and build phonemic awareness skills
teaches independence as children use them in daily activities(which includes implications and when/why/how you would use this strategy
provides a visual map
When to use:
before reading a text to introduce students to word
during a reading when they come across words unfamiliar to them
after reading to sum up new or fun words
after or during introduction to new vocabulary
How to use:
can use with students in small groups, with the whole class, or can make individually (you or each student assigned one word)
make words accessible for everyone to see
they should be large and easily distinguishable
teachers and students should work together to make
can use by chanting, cheering, clapping, or using word guessing games with the wall
do not add too many words at once
Content area(s): This strategy is geared mainly towards the Language Arts (reading, writing, speaking, viewing, visually representing, and listening) but can and should be used in every content area, especially to reinforce connection between subjects. In science, math, social studies etc, the words would be relevant to that subject and can be a reminder for students of what they learned.
When to use this strategy: I would probably use this strategy every day at the end of class. It could also be used in prelude to a unit by having the students take one minute to think about the next unit or a question I would post about the next unit and then give the students five minutes to write down a paragraph or two about what they are thinking about in a writing journal. It would be an informal activity that I can measure how much they already know and what they might want to know about the next unit. It is a free writing activity. The strategy itself is sort of a combination of many different strategies that, for middle level kids, put all of the strategies into one writing journal strategy that is more appropriate for middle level students.
Content area: this strategy could potentially be used in any content area. They could discuss anything in a writing journal.
Implications: This strategy gets students thinking past what their homework and book tells them to think about. Students will learn that they can be curious and ask questions that do not come from a book or homework. This strategy gives them a tool that they can use to write and discuss their questions and curiosity with each other and their teacher. It also gives them a tool that allows them to develop a critical thinking ability. Students will respond to this activity with a sense of critical thinking and a wanting to know more than what is in a textbook.
2. Submitted by: Melissa Thomas
3. Resource: http://its.guilford.k12.nc.us/act/strategies/venn.htm
4. Examples:
(Paper Plate Venn Diagram)
5. When to use this strategy: This strategy is a graphic organizer used to compare and contrast two concepts in a visual manner. With this, students are able to compare and contrast two concepts, ideas or words. They are also able to see the similarities between them. This visual display can enhance discussion, writing or research.
Why to use this strategy: Teachers can use this strategy with their students to help get ideas started about a topic. It is a useful strategy for providing students with a visual display of the relationships between concepts. Students will be able to refer back to this diagram as they please.
How to use this strategy: First, draw two large, overlapping circles on a sheet of paper. Label each side of the circle with the two items you are comparing. Fill in the left side with the attributes belonging to that item. Fill in the right side with attributes belonging to that item. Then, fill in the center area where the two items share attributes. This strategy can be used to compare more than two concepts by adding additional circles.
Content area(s): This strategy can be used in any content area: Reading, Language Arts, Science, Social Studies and Math. It is great for comparing and contrasting vocabulary words, books, places, people, etc.
Strategy: Visual Imagery/ Visual Scaffolding
I learned about visual imagery strategy through my C&I 209 class. My professor modeled it with a descriptive poem. He had us physically draw the mental picture we formed in our head and then share with a neighbor what words in the poem helped us create the picture.
Submitted By: Katie Meyers
Resource/URL:
This website is a great resource that explains what visual imagery is, how to use it and why to use it. It also is a great resource that gives examples of how to implement visual imagery in math, art, and music and examples of children’s books to use. This website also explains how to use the strategy with differentiated instruction in the classroom.
http://www.readingrockets.org/strategies/visual_imagery/
Example:
This video explains what visual scaffolding is and the steps to implement it in the classroom. It does a great job going through each step and explains how the teacher sets up the students for each step. The video also does a great job at giving ideas to how use it in other curriculum subjects.
http://teachertube.com/viewVideo.php?video_id=185751
When would you use the strategy
I would this strategy before, during and after reading with students individually, small group or whole group instruction. This strategy can be used before and during reading to help students activate prior knowledge to create mental images while reading. It can also be used after reading to help students asses their comprehension after reading.
Why would you use this strategy
Visual scaffolding can help students practice thinking critically while reading and actively engaged in the text. This strategy helps students use their background knowledge and comprehension skills to analyze the text using mental images. By doing this, readers work on their reading comprehension in a different way.
How would you use this strategy
I would first pick out a children’s text that had great descriptive writing and pictures and introduce it to the class by reading through it once without showing the pictures. The next time I read the text, I would tell the class to pay close attention to the descriptive writing. To reinforce this, I would pause at points in the text with great examples and tell the class to draw the picture that is formed in their head while reading. I would also have the students write down their own descriptive words as a caption of the picture. Students would share the images with a partner and explain what the drew and why. Finally I would read the book again to the class and this time share pictures with them. To conclude I would have a class discussion on how the classes pictures compared with the author’s writing and the actual pictures in the book.
Content Area(s):
This can be used in language arts, math, music and art. It can be used across these content areas to help students analyze and comprehend texts in these content areas.
Strategy: Visual Verbal Word Association
Submitted by: Katie Thompson
Resource/URL to strategy:
Visual verbal word Association Webpage
Example:
Visual Verbal Word Association
Annotation (which includes implications and when/why/how you would use this strategy:
This strategy can be used across all content areas. This would be the most beneficial in the science content area because of the multiple terms used throughout the lessons. By using this strategy the student will write the vocabulary term, write the definition and then create a visual picture that represents the vocabulary term. In the last box the student will then create a picture or phrase to help them personally remember each term. Using the visual and verbal association strategy will help the students memorize and further understand each key term discussed in any given lesson or chapter
Content area(s): This strategy can be used across all content areas.
1. Strategy: Word Clouds
2. Submitted by: Kimberly Sowin
3.
http://esuid.wordpress.com/tag/word-cloud/
4.
https://www.teachingchannel.org/videos/reading-teaching-strategy
5. Word clouds are used to visually represent a text by distinguishing the words used more frequently than the others because they will appear larger in the word cloud created from a specific text. Word clouds are used to introduce new vocabulary, establish important words from a text, summarize large sections of a text, and examine students' pre and post understanding of the concepts in a text. It can also be used to anticipate the plot of a story or focus of a text, or used to make a presentation.
6. This can be used in all content areas
Video:
http://www.youtube.com/watch?v=ipqmdH-LxUQ
Another link that has resources and guidance: http://olc.spsd.sk.ca/de/pd/instr/strats/wordwall/
2. Example:
Implications: This strategy gets students thinking past what their homework and book tells them to think about. Students will learn that they can be curious and ask questions that do not come from a book or homework. This strategy gives them a tool that they can use to write and discuss their questions and curiosity with each other and their teacher. It also gives them a tool that allows them to develop a critical thinking ability. Students will respond to this activity with a sense of critical thinking and a wanting to know more than what is in a textbook.